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PubMed2001

Increasing joint attention, play and language through peer supported play.

The purpose of the present study was to examine the effects of participation in an integrated play group on the joint attention, symbolic play and language behavior of two young boys with autism. Two 6-year-old twin brothers participated in this study, along with three typically developing girls, ages 5, 9 and 11. A multiple baseline design was used with three phases: no intervention, intervention with adult coaching, and intervention without adult coaching. After being trained, the three typically developing children implemented the integrated play group techniques in 30 minute weekly play group sessions for over 16 weeks. Results indicate that participation in the integrated play group produced dramatic increases in shared attention to objects, symbolic play acts, and verbal utterances on the part of the participants with autism. These increases were maintained when adult support was withdrawn. Implications of these findings for inclusion of children with autism are discussed.

Attention↗

PubMed2002

A comparison of the effects of structured play and facilitated play approaches on preschoolers with autism. A case study.

This study compared the effect of structured play (SP) and facilitated play (FP) in promoting spontaneity and responsiveness in communication and play behaviors in children with autism. SP is characterized by the use of mass practice trials under the instruction of the experimenter while FP incorporated incidental teaching with multiple exemplars. Eight preschoolers participated in a crossover design of both play conditions. Gains in appropriate communication and play were observed across both treatments. Respondent communicative acts occurred more frequently across all participants during SP compared with FP. The preliminary results indicate an interaction between the mental age of the child and the teaching paradigm used. The need to match treatment goals and specific methods of the play intervention to the skill profile of participants is discussed.

Autistic Disorder↗

PubMed2003

[Play therapy--psychotherapy with play as the medium: II. New developments].

A wide array of new forms and combinations of play therapy have been developed. The aim of the second part of this paper is to present an overview of these newer approaches, including: focussed therapies for specific disorders; behavioural approaches like the Cognitive-Behavioral Play Therapy and the Parent-Child Interaction Therapy; various combinations with family therapy; and therapies especially for preschool children like Filial Therapy, Developmental Play Therapy and Thera-play. Following a phase of experiments and combinations, the empirical evaluation of many play-therapy forms is needed. Especially questions of the differential indication of specific play-therapies and their effectiveness in the therapeutical practice need to be studied.

Child↗

PubMed2004

Development of play fighting in kindling-prone (FAST) and kindling-resistant (SLOW) rats: how does the retention of phenotypic juvenility affect the complexity of play?

Rats selectively bred for susceptibility to amygdala kindling (FAST) have been shown to retain neural and behavioral features of the juvenile phase into adulthood. In contrast, rats selectively bred for resistance to amygdala kindling (SLOW) are neurobehaviorally more typically adult. The development of play fighting in male and female rats of both selected lines was studied. Given the apparent association of juvenility and play often noted in the literature for mammals in general, it was predicted that the FAST rats should be more playful and be more likely to retain the juvenile tactics of play that lead to more prolonged and complex patterns of social contact. As expected, FAST rats initiated more playful attacks and were more likely to defend against attacks than SLOW rats as both juveniles and adults. Unexpectedly, however, both selected lines exhibited patterns of defense that reduced the likelihood of complex and prolonged social contact. Importantly, the two selected lines did so by very different means. The FAST rats did so by avoiding contact whereas the SLOW rats did so by responding in an adult-typical manner that blocks contact. That is, the FAST rats exaggerated the changes typically occurring at puberty whereas the SLOW rats, at all ages, responded in a more adult manner. These data suggest that the different components of play fighting do not change uniformly with changes in the neurobehavioral underpinnings of juvenility.

Amygdala↗

PubMed1986

Play diversity and structural relationships in the play and language of language-impaired and language-normal preschoolers: preliminary data.

The purpose of this study was to compare structural play-language relationships and diversity of symbolic play skills in age matched language-impaired and language-normal children. The language-impaired and language-normal children differed in their play-language correspondences when the structural metrics of mean length of utterance (MLU) and mean length of sequence (MLS) were used. Differences between the groups were also found on specific quantitative and qualitative aspects of symbolic play. Suggestions for play intervention are discussed.

Child, Preschool↗

PubMed2006

Nowhere to play? The relationship between the location of outdoor play areas and deprivation in Glasgow.

Childhood obesity is rising and this rise has been linked to a decrease in physical activity. Access to appropriate facilities for physical activity is a key determinant of participation. This paper investigates the provision of outdoor play areas for children in relation to area deprivation in Glasgow, Scotland. Analysis of the distribution of outdoor play areas showed significantly higher mean number of play areas per 1000 child population in more deprived areas. However, despite the apparent advantage of deprived areas in terms of actual number of play areas, the quality of play areas in different types of areas may warrant further exploration.

Adolescent↗

PubMed2001

When girls versus boys play alone: nonsocial play and adjustment in kindergarten.

The goal of the present study was to examine the relations between different forms of children's nonsocial play behaviors and adjustment in kindergarten. The participants in this study were 77 kindergarten children (38 boys, 39 girls; mean age = 66.16 months, SD = 4.11 months). Mothers completed ratings of child shyness and emotion dysregulation. Children's nonsocial play behaviors (reticent, solitary-passive. solitary active) were observed during free play. In addition, teachers rated child behavior problems (internalizing and externalizing) and social competence; academic achievement was assessed through child interviews. Results from regression analyses revealed that different types of nonsocial play were differentially associated with child characteristics and indices of adjustment. For some forms of nonsocial play, the nature of these associations differed significantly for boys and girls.

Achievement↗

PubMed2006

Teaching medical students using role play: twelve tips for successful role plays.

Engaging students in role play promotes active learning. Planned and structured role plays can be used to deliver components of the curriculum in clinical rotations of a medical programme. Role plays are most effective if learning objectives are defined, and the cases are challenging. All students should be involved and ground rules should be set. Allow adequate time for the role play, feedback and reflection. Let the students enjoy themselves. This paper provides 12 tips to create a meaningful learning experience for students using role play.

Australia↗

PubMed2003

[Play therapy--psychotherapy with play as the medium: I. General introduction, psychoanalytic and client-centered approaches].

Play therapies are psychotherapies with the medium of play primarily for children under 12 years of age, which can be differentiated according to their theoretical constructs and actual practice. Play therapies have gained importance and relevance in the 1990's, reflected in a wide range of publications. Following trends can be discerned: narrow concepts defined by individual schools of psychotherapy have been left. Different forms of play therapy, as well as behavioural and family therapy have been integrated. Focussed short-term and therapies for specific disorders have been developed. The aim of the first part of this paper is to present an overview of traditional forms of playtherapy, with a focus on the Individual Therapy of A. Adler, the Analytic Psychotherapy of C. G. Jung, Sandplay Therapy of D. Kalff and child-centered (non-directive) play therapy.

Child↗

PubMed1973

The effects of play materials on social play.

To increase cooperative and social behaviors in children, contingency management programs have been successfully employed. This study examined the possibility that children's social behavior might also be significantly influenced by the nature of the available play materials. Children in an urban recreation center were systematically provided with toys designed for social or isolate play. It was found that social play occurred only 16% of the time when the children were provided with "isolate" toys, whereas social play occurred 78% of the time when children were provided with "social" toys. Thus, the selection of play materials should be an important consideration in any effort to teach children social behaviors.

Journal Article↗

PubMed2006

Where do children usually play? A qualitative study of parents' perceptions of influences on children's active free-play.

This study explored the perceptions of 78 parents from low, mid and high socio-economic areas in Melbourne, Australia to increase understanding of where children play and why. Using an ecological model interviews with parents revealed that safety and social factors emerged as key social themes, facilities at parks and playgrounds, and urban design factors emerged as important physical environment themes. The children's level of independence and attitudes to active free-play were considered to be important individual level influences on active free-play. The study findings have important implications for future urban planning and children's opportunities for active free-play.

Adult↗

PubMed2005

Play-back theatre, theatre laboratory, and role-playing: new tools in investigating the patient-physician relationship in the context of continuing medical education courses.

AIM: The aim of this study was to report on the validation of a role-playing approach, using play-back and theatre laboratory in the context of a continuing medical education (CME) course on predialysis and transplantation, to discuss the patient-physician relationship. METHODS: The course was developed with the help of a theatre director. The role-playing 2-day course was designed to be highly interactive for a small group (15-20 participants), based on a core of case reports (dialysis, transplantation, and return to dialysis after graft failure). Two stages were included: play-back theatre in which experiences told by the participants were mimed by a group of actors, and theatre laboratory in which different aspects of voice and touch were explored. Opinions were gathered by an anonymous semistructured questionnaire completed by all participants. RESULTS: The course obtained a high score from The Ministry of Health (14 credits, 1 per teaching hour). The opinions of the 18 participants were highly positive; all liked the courses. Sixteen of 18 asked to repeat the experience. The strong emotional involvement was an advantage for 15 of 18, sharing emotional aspects of the profession for 10 of 18, and usefulness in clarifying opinions on "dark sides" of our profession for 10 of 18. CONCLUSION: The positive opinions recorded during this experience, the first experiment with a "psycho-theatrical approach" developed in a CME course in our country, suggest the benefit of implementing nonconventional, educational approaches in a multidisciplinary discussion of the patient-physician relationship in transplantation medicine.

Education, Medical, Continuing↗

PubMed2003

A comparative review of early forms of object-directed play and parent-infant play in typical infants and young children with autism.

The article reviews the empirical evidence relating to the development of early solitary object and parent-infant play in typical infants and children diagnosed with autism. Whilst, collectively, the findings indicate that there may be both qualitative and quantitative differences in the early play of children with autism, relative to that of other children, it is also clear that significant gaps exist in our current knowledge. It is proposed that longitudinal studies, which make a detailed examination of the form and developmental trajectory of early play, are needed if we are to devise the most effective content, design and outcome measures for intervention programmes using play as a therapeutic medium.

Autistic Disorder↗

PubMed1982

Toy play, play tempo, and reaction to frustration in infants.

Measures of toy play including duration and tempo of play were obtained for a combined sample of 7 male and 5 female infants 22 to 26 mo. of age. Additional measures of reaction to frustration were obtained during a second session where toys were placed out of reach of the subjects. Measures of frustration included crying, squirm/escape attempts, and non-crying vocalizations. Several correlations between toy play and reaction to frustration were found and were indicative of a general relationship between response persistence during play and attempts to escape from the frustrating situation.

Attention↗

PubMedDate not supplied

A comparison of the performance of role-play and non-role-play students at interview.

This article compares the performance of role-play and non-role-play students at an interview resembling a viva voce examination. Diagnostic and therapy radiography students were given a mock viva voce examination at which they were asked how they would respond to patients showing emotional difficulties during a radiographic procedure. Voce questions showed that students who had experienced role-play during training were more likely to cope with the patient's difficulties. The results of this survey are believed to indicate the value of role-play in radiography student training and to corroborate the use of the viva voce examination for assessing aspects of the affective domain.

Educational Measurement↗

PubMed1985

Increasing simple toy play in profoundly mentally handicapped children. I. Training to play.

The purpose of this study was to increase simple toy play in profoundly mentally handicapped children. Twenty children (mean chronological age, 14 years; mean mental age, less than 1 year) were trained to play with ordinary toys, half by a behavior modification technique and half by a control procedure. The operant training led to some increases in total toy contact but did not appear to be significantly more effective than the control technique in promoting independent constructive play. The possible reasons for the relative lack of success of the behavioral training are discussed.

Adolescent↗

PubMed2001

Do big-brained animals play more? Comparative analyses of play and relative brain size in mammals.

It has been hypothesized that play is more likely to be present in larger brained species. We tested this hypothesis in mammals using independent contrasts, a method that controls for phylogenetic relatedness. Comparisons across 15 orders revealed that the prevalence and complexity of play was significantly correlated with brain size, with larger brained orders having more playful species. Three orders, Rodentia, Marsupialia, and Primates, were used for within-order comparisons among species and, where possible, among families. The comparisons were not significant for rodents or primates, and those for marsupials yielded inconsistent results. Therefore, although a strong relationship is present at the highest taxonomic level of comparison, it diminishes or evaporates at lower level comparisons.

Animals↗

PubMed2003

ATP binding to the first nucleotide binding domain of multidrug resistance-associated protein plays a regulatory role at low nucleotide concentration, whereas ATP hydrolysis at the second plays a dominant role in ATP-dependent leukotriene C4 transport.

Multidrug resistance-associated protein (MRP1) transports solutes in an ATP dependent manner by utilizing its two nonequivalent nucleotide binding domains (NBDs) to bind and hydrolyze ATP. The two NBDs possess different properties (Gao, M., Cui, H. R., Loe, D. W., Grant, C. E., Almquist, K. C., Cole, S. P., and Deeley, R. G. (2000) J. Biol. Chem. 275, 13098-13108; Hou, Y., Cui, L., Riordan, J. R., and Chang, X. (2000) J. Biol. Chem. 275, 20280-20287) and may play different roles during solute transport. We now report that NBD1 has moderately higher affinity for ATP than NBD2. The consequence of this difference is that the overall Kd value for wild-type MRP1 is mainly determined by ATP binding at NBD1. This conclusion is supported by the following: 1) mutation of the cysteine residue at 682 to alanine (C682A) in Walker A motif in NBD1 decreases the Kd value, indicating increased affinity for ATP; 2) mutation of the alanine residue at 1331 to cysteine (A1331C) in the Walker A motif of NBD2 does not have an effect on the Kd value; and 3) photolabeling of the protein with a cysteine residue in the Walker A motif of NBD1 is much more sensitive to N-ethylmaleimide modification than the protein with a cysteine residue in the Walker A motif of NBD2. In contrast, the Km for ATP in support of LTC4 transport is mainly determined by ATP hydrolysis at NBD2. This conclusion is supported by the following: 1) although mutation of A1331C does not have an effect on the Kd value, the Km values measured from LTC4 transport by proteins with this mutation in NBD2 are much higher than the proteins with wild-type NBD2, implying that the A1331C mutation affects ATP binding/hydrolysis at NBD2; and 2) ATP-dependent LTC4 transport by the protein with a cysteine residue in the Walker A motif of NBD2 is much more sensitive to N-ethylmaleimide modification than the protein with a cysteine residue in the Walker A motif of NBD1. Our previous results indicated that ATP binding at NBD1 at low concentration enhanced ATP binding/hydrolysis at NBD2. All of these results support the notion that ATP binding at NBD1 at low concentration plays a more important regulatory role than the binding at high ATP concentration and that ATP hydrolysis at NBD2 plays a dominant role in the ATP-dependent LTC4 transport.

Adenosine Triphosphate↗